chapter 6: adaptations over time
TRANSCRIPT
152152
sections
1 Ideas About EvolutionLab Hidden Frogs
2 Clues About Evolution
3 The Evolution of PrimatesLab Recognizing Variation in a Population
Virtual Lab How can naturalselection be modeled
Adaptation No problemCockroaches have existed for millions ofyears yet they are still adapted to their envi-ronment Since they first appeared manyspecies have disappeared and other well-adapted species have evolved
Pick a favorite plant or animal andlist in your Science Journal all the ways it is well-suited to itsenvironment
Science Journal
Adaptations over Time
Adaptations over Time
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Principles of Natural SelectionMake the following Foldable to help you understand theprocess of natural selection
Fold a sheet ofpaper in halflengthwise
Fold paper down 25 cm from the top (Hint From the tip of your index finger to your middle knuckle is about 25 cm)
Open and drawlines along the 25-cm fold andthe center fold Label as shown
Summarize in a Table As you read list the fiveprinciples of natural selection in the left-handcolumn In the right-hand column briefly writean example for each principle
STEP 3
STEP 2
STEP 1
Adaptation for a HunterThe cheetah is naturersquos fastest hunter but itcan run swiftly for only short distances Its furblends in with tall grass making it almostinvisible as it hides and waits for prey Thenthe cheetah pounces capturing the preybefore it can run away
1 Spread a sheet of newspaper classified adson the floor
2 Using a hole puncher make 100 circlesfrom each of the following types of paperwhite paper black paper and classified ads
3 Scatter all the circles on the news-paper on the floor For 10 s pick up asmany circles as possible one at a timeHave a partner time you
4 Count the number of each kind of papercircle that you picked up Record yourresults in your Science Journal
5 Think Critically Which paper circleswere most difficult to find What can youinfer about a cheetahrsquos coloring from thisactivity Enter your responses to thesequestions in your Science Journal
Start-Up Activities
Preview this chapterrsquos contentand activities at lifemssciencecom
Principles
of Natural
SelectionExample
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154 CHAPTER 6 Adaptations over Time
Early Models of Evolution Millions of species of plants animals and other organisms
live on Earth today Do you suppose they are exactly the same asthey were when they first appearedmdashor have any of themchanged A species is a group of organisms that share similarcharacteristics and can reproduce among themselves to producefertile offspring Many characteristics of a species are inheritedwhen they pass from parent to offspring Change in these inher-ited characteristics over time is evolution Figure 1 shows howthe characteristics of the camel have changed over time
Describe Lamarckrsquos hypothesis of acquired characteristics and Darwinrsquos theory of natural selection
Identify why variations in organ-isms are important
Compare and contrast gradual-ism and punctuated equilibrium
The theory of evolution suggestswhy there are so many different living things
Review Vocabularygene a section of DNA that contains instructions for makingspecific proteins
New Vocabulary
bull species
bull evolution
bull natural selection
bull variation
bull adaptation
bull gradualism
bull punctuated equilibrium
Ideas About Evolution
Figure 1 By studying fossilsscientists have traced thehypothesized evolution of thecamel Discuss the changes you observein camels over time
Protylopus56 mya
Poebrotherium35 mya
Procamelus23 mya
Small hump
CamelusPresent day
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SECTION 1 Ideas About Evolution 155
Hypothesis of Acquired Characteristics In 1809 JeanBaptiste de Lamarck proposed a hypothesis to explain howspecies change over time He suggested that characteristics ortraits developed during a parent organismrsquos lifetime are inher-ited by its offspring His hypothesis is called the inheritance ofacquired characteristics Scientists collected data on traits thatare passed from parents to offspring The data showed that traitsdeveloped during a parentrsquos lifetime such as large muscles builtby hard work or exercise are not passed on to offspring The evi-dence did not support Lamarckrsquos hypothesis
What was Lamarckrsquos explanation of evolution
Darwinrsquos Model of EvolutionIn December 1831 the HMS Beagle sailed from England on
a journey to explore the South American coast On board was ayoung naturalist named Charles Darwin During the journeyDarwin recorded observations about the plants and animals hesaw He was amazed by the variety of life on the GalaacutepagosIslands which are about 1000 km from the coast of EcuadorDarwin hypothesized that the plants and animals on theGalaacutepagos Islands originally must have come from Central andSouth America But the islands were home to many species hehad not seen in South America including giant cactus treeshuge land tortoises and the iguana shown in Figure 2
Figure 2 This map shows theroute of Darwinrsquos voyage on the HMS Beagle Darwin noticed manyspecies on the Galaacutepagos Islandsthat he had not seen along thecoast of South America includingthe marine iguana This species isthe only lizard in the world knownto enter the ocean and feed onseaweed
Azores
Canary IsCape Verde Is
AscensionSt Helena
MauritiusRio de Janeiro
Bahia
Montevideo
Falkland Is
Galaacutepagos Is
ValparaisoTahiti
Sydney
HobartKing George I
Cocos Is
Tierra del Fuego
New Zealand
GalaacutepagosIslands
CulpepperWenman
Pinta
MarchenaEquator
Isabela
Fernandina San Salvador
Santa CruzBaltra
San CristoacutebalSanta
FeacuteSanta Maria
Espantildeola
Genovesa
Barbera CushmanDRK Photo
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156 CHAPTER 6 Adaptations over Time
Darwinrsquos Observations Darwin observed 13 species offinches on the Galaacutepagos Islands He noticed that all 13 specieswere similar except for differences in body size beak shape andeating habits as shown in Figure 3 He also noticed that all theGalaacutepagos finch species were similar to one finch species he hadseen on the South American coast
Darwin reasoned that the Galaacutepagos finches must have hadto compete for food Finches with beak shapes that allowedthem to eat available food survived longer and produced moreoffspring than finches without those beak shapes After manygenerations these groups of finches became separate species
How did Darwin explain the evolution of the dif-ferent species of Galaacutepagos finches
Natural SelectionAfter the voyage Charles Darwin returned to England and
continued to think about his observations He collected moreevidence on inherited traits by breeding racing pigeons He alsostudied breeds of dogs and varieties of flowers In the mid 1800sDarwin developed a theory of evolution that is accepted by mostscientists today He described his ideas in a book called On theOrigin of Species which was published in 1859
Figure 3 Darwin observed that the beak shape of eachspecies of Galaacutepagos finch is related to its eating habits
Finches with medium-sized beakseat a variety of foods includingseeds and insects
Finches that feed on insects havelong slender beaks for probingbeneath tree bark
Finches that eat nuts and seedshave short strong beaks for breaking hard shells
Topic Darwinrsquos FinchesVisit for Web links to informationabout the finches Darwinobserved
Activity In your Science Journaldescribe the similarities and dif-ferences of any two species ofGalaacutepagos finches
lifemssciencecom
(l c)Tui De RoyMinden Pictures (r)Tim DavisPhoto Researchers
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SECTION 1 Ideas About Evolution 157
Darwinrsquos Theory Darwinrsquos observations led manyother scientists to conduct experiments on inheritedcharacteristics After many years Darwinrsquos ideas becameknown as the theory of evolution by natural selectionNatural selection means that organisms with traits bestsuited to their environment are more likely to surviveand reproduce Their traits are passed to more offspringAll living organisms produce more offspring than sur-vive Galaacutepagos finches lay several eggs every few monthsDarwin realized that in just a few years several pairs offinches could produce a large population A population isall of the individuals of a species living in the same areaMembers of a large population compete for living spacefood and other resources Those that are best able to sur-vive are more likely to reproduce and pass on their traitsto the next generation
The principles that describe how natural selectionworks are listed in Table 1 Over time as new data wasgathered and reported changes were made to Darwinrsquosoriginal ideas about evolution by natural selection Histheory remains one of the most important ideas in thestudy of life science
Alejandro raises tropical fish as a hobbyCould the observations that he makes
over several weeks illustrate the principles of natural selection
Identifying the ProblemAlejandro keeps a detailed journal of his
observations some of which are given in thetable to the right
Solving the ProblemRefer to Table 1 and match each of
Alejandrorsquos journal entries with the princi-ple(s) it demonstrates Herersquos a hint Someentries may not match any of the principles ofnatural selection Some entries may matchmore than one principle
Does natural selection take place in a fish tank
Fish Tank Observations
Date Observation
June 6 6 fish are placed in aquarium tank
July 22 16 new young appear
July 24 3 young have short or missing tail fins 13 young have normal tail fins
July 28 Young with short or missing tail fins die
August 1 2 normal fish diemdashfrom overcrowding
August 12 30 new young appear
August 15 5 young have short or missing tail fins 25 young have normal tail fins
August 18 Young with short or missing tail fins die
August 20 Tank is overcrowded Fish are divided equally into two tanks
Table 1 The Principles of Natural Selection
1 Organisms produce more offspring than can survive
2 Differences or variations occur among individuals of a species
3 Some variations are passed to offspring
4 Some variations are helpful Individuals with helpful variations survive and reproduce better than those without these variations
5 Over time the offspring of individuals with helpful variations make up more of a population and eventually may become a separate species
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158 CHAPTER 6 Adaptations over Time
Variation and AdaptationDarwinrsquos theory of evolution by natural selection empha-
sizes the differences among individuals of a species These dif-ferences are called variations A variation is an inherited traitthat makes an individual different from other members of itsspecies Variations result from permanent changes or muta-tions in an organismrsquos genes Some gene changes produce smallvariations such as differences in the shape of human hairlinesOther gene changes produce large variations such as an albinosquirrel in a population of gray squirrels or fruit without seedsOver time more and more individuals of the species mightinherit these variations If individuals with these variations con-tinue to survive and reproduce over many generations a newspecies can evolve It might take hundreds thousands or mil-lions of generations for a new species to evolve
Some variations are more helpful than others An adaptationis any variation that makes an organism better suited to its envi-ronment The variations that result in an adaptation can involvean organismrsquos color shape behavior or chemical makeupCamouflage (KA muh flahj) is an adaptation A camouflagedorganism like the one shown in Figure 4 blends into its envi-ronment and is more likely to survive and reproduceFigure 4 Variations that
provide an advantage tend toincrease in a population overtime Variations that result ina disadvantage tend todecrease in a population over time
Albinism can prevent an organism from blending into its environmentInfer what might happen to an albino lemur in its natural environment
Camouflage allows organisms to blend into their environments Infer how its coloration gives this scorpion fish a survival advantage
Evolution of EnglishIf someone fromShakespearersquos time wereto speak to you todayyou probably would not understand herLanguages like specieschange over time In yourScience Journal discusssome words or phrasesthat you use that yourparents or teachers donot use correctly
(l)Gregory G Dimijian MDPhoto Researchers (r)Patti MurrayAnimals Animals
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SECTION 1 Ideas About Evolution 159
Changes in the Sources of Genes Over time the geneticmakeup of a species might change its appearance For exampleas the genetic makeup of a species of seed-eating Galaacutepagosfinch changed so did the size and shape of its beak Many kindsof environmental factors help bring about changes When indi-viduals of the same species move into or out of an area theymight bring in or remove genes and variations Suppose a fam-ily from another country moves to your neighborhood Theymight bring different foods customs and ways of speaking withthem In a similar way when new individuals enter an existingpopulation they can bring in different genes and variations
Geographic Isolation Sometimes mountains lakes orother geologic features isolate a small number of individualsfrom the rest of a population Over several generations varia-tions that do not exist in the larger population might begin to bemore common in the isolated population Also gene mutationscan occur that add variations to populations Over time the twopopulations can become so different that they no longer canbreed with each other The two populations of rabbits shown inFigure 5 have been geographically isolated from each other forthousands of generations
Figure 5 About 600 years ago European rab-bits were introduced to the Canary Islands froma visiting Portuguese ship The Canary Islandsare in the Atlantic Ocean off the northwest coastof Africa Over time the Canary Island rabbitsbecame a separate species
Canary Island rabbits feed during the night Explain why large eyes might be considered a helpful adaptation in Canary Island rabbits
European rabbits like the one above feedduring the day and are fairly large
Relating Evolution toSpeciesProcedure1 On a piece of paper print
the word train2 Add subtract or change
one letter to make a newword
3 Repeat step 2 with thenew word
4 Repeat steps 2 and 3 twomore times
5 Make a ldquofamily treerdquo thatshows how your first wordchanged over time
Analysis1 Compare your tree to those
of other people Did youproduce the same words
2 How is this process similarto evolution by naturalselection
(l)Darek KarpAnimals Animals (r)Vonorla Photography
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160 CHAPTER 6 Adaptations over Time
The Speed of EvolutionScientists do not agree on how quickly evolution occurs
Many scientists hypothesize that evolution occurs slowly per-haps over tens or hundreds of millions of years Other scientistshypothesize that evolution can occur quickly Most scientistsagree that evidence supports both of these models
Gradualism Darwin hypothesized that evolution takes placeslowly The model that describes evolution as a slow ongoingprocess by which one species changes to a new species is knownas gradualism According to the gradualism model a continu-ing series of mutations and variations over time will result in anew species Look back at Figure 1 which shows the evolutionof the camel over tens of millions of years Fossil evidence showsa series of intermediate forms that indicate a gradual changefrom the earliest camel species to todayrsquos species
Punctuated Equilibrium Gradualism doesnrsquot explain theevolution of all species For some species the fossil record showsfew intermediate formsmdashone species suddenly changes toanother According to the punctuated equilibrium model rapidevolution comes about when the mutation of a few genes resultsin the appearance of a new species over a relatively short periodof time The fossil record gives examples of this type of evolu-tion as you can see in Figure 6
Figure 6 The hypothesized evo-lution of bears illustrates the punc-tuated equilibrium model ofevolution Discuss how the six species on thefar right are explained better bypunctuated equlibrium
Common ancestor
about 40 millionyears ago
15-20 millionyears ago
2 millionyears ago
RaccoonRed
pandaGiantpanda
Polarbear
Spectacledbear
Slothbear
Blackbear
Brownbear
Sunbear
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SECTION 1 Ideas About Evolution 161
Self Check1 Compare Lamarckrsquos and Darwinrsquos ideas about how evo-
lution takes place
2 Explain why variations are important to understandingchange in a population over time
3 Discuss how the gradualism model of evolution differsfrom the punctuated equilibrium model of evolution
4 Describe how geographic isolation contributes to evolution
5 Think Critically What adaptations would be helpful foran animal species that was moved to the Arctic
6 Concept Map Use information given in Figure 6 tomake a map that shows how raccoons red pandasgiant pandas polar bears and black bears are relatedto a common ancestor
SummaryEarly Models of Evolution
bull Evolution is change in the characteristics of aspecies over time
bull Lamarck proposed the hypothesis of inheritedacquired characteristics
Natural Selection
bull Darwin proposed evolution by natural selec-tion a process by which organisms bestsuited to their environments are most likely tosurvive and reproduce
bull Organisms have more offspring than can sur-vive individuals of a species vary and manyof these variations are passed to offspring
Variation and Adaptation
bull Adaptations are variations that help an organ-ism survive or reproduce in its environment
bull Mutations are the source of new variations
The Speed of Evolution
bull Evolution may be a slow or fast processdepending on the species under study
7 Use Percentages The evolution of the camel can betraced back at least 56 million years Use Figure 1 toestimate the percent of this time that the moderncamel has existed
Punctuated Equilibrium Today Evolution by the punctu-ated equilibrium model can occur over a few thousand or mil-lion years and sometimes even faster For example manybacteria have changed in a few decades The antibiotic penicillinoriginally came from the fungus shown in Figure 7 But manybacteria species that were once easily killed by penicillin nolonger are harmed by it These bacteria have developedresistance to the drug Penicillin has been in use since1943 Just four years later in 1947 a species of bacteriathat causes pneumonia and other infections already haddeveloped resistance to the drug By the 1990s several dis-ease-producing bacteria had become resistant to peni-cillin and many other antibiotics
How did penicillin-resistant bacteria evolve soquickly As in any population some organisms have vari-ations that allow them to survive unfavorable living con-ditions when other organisms cannot When penicillinwas used to kill bacteria those with the penicillin-resist-ant variation survived reproduced and passed this trait totheir offspring Over a period of time this bacteria popu-lation became penicillin-resistant
Figure 7 The fungus growing inthis petri dish is Penicillium theoriginal source of penicillin It pro-duces an antibiotic substance thatprevents the growth of certainbacteria
lifemssciencecomself_check_quiz
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Through natural selection animals becomeadapted for survival in their environmentAdaptations include shapes colors and eventextures that help an animal blend into its sur-roundings These adaptations are called camou-flage The red-eyed tree frogrsquos mint green bodyblends in with tropical forest vegetation asshown in the photo on the right Could youdesign camouflage for a desert frog A temper-ate forest frog
Real-World QuestionWhat type of camouflage would best suit a frogliving in a particular habitat
Goals Create a frog model camouflaged to blend
in with its surroundings
Materials (for each group)cardboard form of a frog gluecolored markers beads crayons sequinscolored pencils modeling clay
Safety Precautions
Procedure1 Choose one of the following habitats for
your frog model muddy shore of a pondorchid flowers in a tropical rain forest mul-ticolored clay in a desert or the leaves andbranches of trees in a temperate forest
2 List the features of your chosen habitat thatwill determine the camouflage your frogmodel will need
3 Brainstorm with your groupthe body shape coloring andskin texture that wouldmake the best camou-flage for your modelRecord your ideas inyour Science Journal
4 Draw in your Science Journal samples ofcolors patterns texture and other featuresyour frog model might have
5 Show your design ideas to your teacher andask for further input
6 Construct your frog model
Conclude and Apply1 Explain how the characteristics of the
habitat helped you decide on the specific frog features you chose
2 Infer how the color patterns and otherphysical features of real frogs develop innature
3 Explain why it might be harmful to releasea frog into a habitat for which it is notadapted
Create a poster or other visual display thatrepresents the habitat you chose for thisactivity Use your display to showclassmates how your design helpscamouflage your frog model For morehelp refer to the Science Skill Handbook
162 CHAPTER 6 Adaptations over Time
Hidden FrMgs
Frans LantingMinden Pictures
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SECTION 2 Clues About Evolution 163
Clues from FossilsImagine going on a fossil hunt in Wyoming Your compan-
ions are paleontologistsmdashscientists who study the past by col-lecting and examining fossils As you climb a low hill you noticea curved piece of stone jutting out of the sandy soil One of thepaleontologists carefully brushes the soil away and congratulatesyou on your find Yoursquove discovered part of the fossilized shell ofa turtle like the one shown in Figure 8
The Green River Formation covers parts of Wyoming Utahand Colorado On your fossil hunt you learn that about 50 mil-lion years ago during the Eocene Epoch this region was coveredby lakes The water was home to fish crocodiles lizards and tur-tles Palms fig trees willows and cattails grew on the lakeshoresInsects and birds flew through the air How do scientists knowall this After many of the plants and animals of that time diedthey were covered with silt and mud Over millions of yearsthey became the fossils that have made the Green RiverFormation one of the richest fossil deposits in the world
Clues About Evolution
Identify the importance of fossilsas evidence of evolution
Explain how relative and radio-metric dating are used to esti-mate the age of fossils
List examples of five types of evidence for evolution
The scientific evidence for evolutionhelps you understand why this theory is so important to the study of biology
Review Vocabularyepoch next-smaller division ofgeological time after a period ischaracterized by differences inlife-forms that may vary regionally
New Vocabulary
bull sedimentary rock
bull radioactive element
bull embryology
bull homologous
bull vestigial structure
Figure 8 The desert of the Green River Formation is home to prong-horn antelope elks coyotes and eagles Fossil evidence shows thatabout 50 million years ago the environment was much warmer and wetter than it is today
The turtle Cistemum undatum is from thesame fossilformation
The most abundantfossils are of a fresh-water herring Knightiaoecaena which isWyomingrsquos state fossil
(l)Dominique BraudEarth Scenes (c)Carr CliftonMinden Pictures (r)John CancalosiDRK Photo
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164 CHAPTER 6 Adaptations over Time
Types of FossilsMost of the evidence for evolution comesfrom fossils A fossil is the remains an
imprint or a trace of a prehistoric organism Several types of fos-sils are shown in Figure 9 Most fossils are found in sedimentaryrock Sedimentary rock is formed when layers of sand silt clayor mud are compacted and cemented together or when mineralsare deposited from a solution Limestone sandstone and shaleare all examples of sedimentary rock Fossils are found moreoften in limestone than in any other kind of sedimentary rockThe fossil record provides evidence that living things haveevolved
Figure 9 Examples of several differenttypes of fossils are shown here Infer which of these would most likely be foundin a layer of sedimentary rock
Fossils in amber When the sticky resin of certaincone-bearing plants hardensover time amber forms Itcan contain the remains oftrapped insects
Frozen fossils Theremains of organisms likethis mammoth can betrapped in ice that remainsfrozen for thousands of years
Mineralized fossilsMinerals can replace wood orbone to create a piece of pet-rified wood as shown to theleft or a mineralized bonefossil Imprint fossils
A leaf featherbones or eventhe entire bodyof an organismcan leave animprint on sedi-ment that laterhardens tobecome rock
Cast fossils Mineralscan fill in the hollowsof animal tracks asshown to the right amollusk shell or otherparts of an organism to create a cast
(cw from top)Ken LucasVisuals Unlimited John CancalosiDRK Photo Larry UlrichDRK Photo John CancalosiPeter Arnold Inc Sinclair StammersScience Photo LibraryPhoto Researchers
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Determining a Fossilrsquos AgePaleontologists use detective skills to determine the age of
dinosaur fossils or the remains of other ancient organisms Theycan use clues provided by unique rock layers and the fossils theycontain The clues provide information about the geologyweather and life-forms that must have been present during eachgeologic time period Two basic methodsmdashrelative dating andradiometric datingmdashcan be used alone or together to estimatethe ages of rocks and fossils
Relative Dating One way to find the approximate age of fos-sils found within a rock layer is relative dating Relative dating isbased on the idea that in undisturbed areas younger rock layersare deposited on top of older rock layers as shown in Figure 10 Relative dating provides only an estimate of a fossilrsquosage The estimate is made by comparing the ages of rock layersfound above and below the fossil layer For example suppose a 50-million-year-old rock layer lies below a fossil and a 35-million-year-old layer lies above it According to relative datingthe fossil is between 35 million and 50 million years old
Why can relative dating be used onlyto estimate the age of a fossil
Radiometric Dating Scientists can obtain a more accurateestimate of the age of a rock layer by using radioactive elementsA radioactive element gives off a steady amount of radi-ation as it slowly changes to a nonradioactive elementEach radioactive element gives off radiation at a differentrate Scientists can estimate the age of the rock by com-paring the amount of radioactive element with theamount of nonradioactive element in the rock Thismethod of dating does not always produce exact resultsbecause the original amount of radioactive element inthe rock can never be determined for certain
Figure 10 In Bryce Canyon ero-sion by water and wind has cutthrough the sedimentary rockexposing the layers Infer the relative age of rocks in thelowest layers compared to the toplayer
Topic Fossil FindsVisit for Weblinks to information about recentfossil discoveries
Activity Prepare a newspaperarticle describing how one of thesediscoveries was made what itreveals about past life on Earthand how it has impacted ourunderstanding of what the pastenvironments of Earth were like
lifemssciencecom
SECTION 2 Clues About Evolution 165
John
Kie
ffer
Pet
er A
rnol
d I
nc
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Figure 11
Earth is roughly 45 billion years old Asshown here the vast period of time fromEarthrsquos beginning to the present day has
been organized into the geologic time scale Thescale is divided into eras and periods Dates onthis scale are given as millions of years ago (mya)
Reptiles
Humans
Amphibians
Mammalsand birds
CENO
ZOIC
MES
OZOI
C
PALE
OZOI
C
PREC
AMBR
IAN
Bacteria
Trilobites
Fish
Landplants
Himalaya rise
Floweringplants
570 mya
245 mya
65 mya
QUATERNARY
JURASSIC
DEVONIAN
CAMBRIAN
TERTIARY
CRETACEOUS
TRIASSIC
SILURIAN
PENNSYLVANIAN PERMIAN
MISSISSIPPIAN
ORDOVICIAN
PRECAMBRIAN
ORIGIN 45 billion years ago
166
VISUALIZING THE GEOLOGIC TIME SCALE
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SECTION 2 Clues About Evolution 167
Fossils and EvolutionFossils provide a record of organisms that lived in the past
However the fossil record is incomplete or has gaps much likea book with missing pages The gaps exist because most organ-isms do not become fossils By looking at fossils scientists con-clude that many simpler forms of life existed earlier in Earthrsquoshistory and more complex forms of life appeared later as shownin Figure 11 Fossils provide indirect evidence that evolution hasoccurred on Earth
Almost every week fossil discoveries are made somewhere inthe world When fossils are found they are used to help scien-tists understand the past Scientists can use fossils to make mod-els that show what the organisms might have looked like Fromfossils scientists can sometimes determine whether the organ-isms lived in family groups or alone what types of food they atewhat kind of environment they lived in and many other thingsabout them Most fossils represent extinct organisms From astudy of the fossil record scientists have concluded that morethan 99 percent of all organisms that have ever existed on Earthare now extinct
More Clues About EvolutionBesides fossils what other clues do humans have about evo-
lution Sometimes evolution can be observed directly Plantbreeders observe evolution when they use cross-breeding toproduce genetic changes in plants The development of antibi-otic resistance in bacteria is another direct observation of evolu-tion Entomologists have noted similar rapid evolution ofpesticide-resistant insect species These observations providedirect evidence that evolution occurs Also many examples ofindirect evidence for evolution exist They include similarities inembryo structures the chemical makeup of organisms includ-ing DNA and the way organisms develop into adults Indirectevidence does not provide proof of evolution but it does sup-port the idea that evolution takes place over time
Embryology The study of embryos and their development iscalled embryology (em bree AH luh jee) An embryo is the ear-liest growth stage of an organism A tail and pharyngeal pouchesare found at some point in the embryos of fish reptiles birdsand mammals as Figure 12 shows Fish develop gills but theother organisms develop other structures as their developmentcontinues Fish birds and reptiles keep their tails but manymammals lose theirs These similarities suggest an evolutionaryrelationship among all vertebrate species
Figure 12 Similarities in theembryos of fish chickens and rab-bits show evidence of evolutionEvaluate these embryos as evi-dence for evolution
Pharyngealpouches
Pharyngealpouches
Tail
TailFish
Chicken Rabbit
Evolution in Fossils Manyorganisms have a historythat has been preserved insedimentary rock Fossilsshow that the bones of ani-mals such as horses andwhales have becomereduced in size or numberover geologic time as thespecies has evolved Inyour Science Journalexplain what informationcan be gathered fromchanges in structures thatoccur over time
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168 CHAPTER 6 Adaptations over Time
Homologous Structures What do the structures shown inFigure 13 have in common Although they have different func-tions each of these structures is made up of the same kind ofbones Body parts that are similar in origin and structure arecalled homologous (hoh MAH luh gus) Homologous struc-tures also can be similar in function They often indicate thattwo or more species share common ancestors
What do homologous structures indicate
Vestigial Structures The bodies of some organisms include vestigial (veh STIH jee ul) structuresmdashstructures thatdonrsquot seem to have a function Vestigial structures also provideevidence for evolution For example manatees snakes andwhales no longer have back legs but like all animals with legsthey still have pelvic bones The human appendix is a vestigialstructure The appendix appears to be a small version of thececum which is an important part of the digestive tract of manymammals Scientists hypothesize that vestigial structures likethose shown in Figure 14 are body parts that once functionedin an ancestor
Figure 14 Humans have three smallmuscles around each ear that are vestigialIn some mammals such as horses these muscles are large They allow a horse to turn its ears toward the source of a sound Humans cannot rotate their ears but some people can wiggle their ears
Figure 13 A porpoise flipperfrog forelimb human arm and batwing are homologous These struc-tures show different arrangementsand shapes of the bones of theforelimb They have the samenumber of bones muscles andblood vessels and they developedfrom similar tissues
Porpoiseflipper
Frog forelimb Humanarm
Bat wing
(l)Kees Van Den BergPhoto Researchers (r)Doug Martin
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SECTION 2 Clues About Evolution 169
Self Check1 Compare and contrast relative dating and radiometric
dating
2 Discuss the importance of fossils as evidence of evolu-tion and describe five different kinds of fossils
3 Explain how DNA can provide some evidence of evolution
4 List three examples of direct evidence for evolution
5 Interpret Scientific Illustrations According to data inFigure 11 what was the longest geologic era What wasthe shortest era In what period did mammals appear
6 Think Critically Compare and contrast the five types ofevidence that support the theory of evolution
SummaryClues from Fossils
bull Scientists learn about past life by studyingfossils
Determining a Fossilrsquos Age
bull The relative date of a fossil can be estimatedfrom the ages of rocks in nearby layers
bull Radiometric dating using radioactive ele-ments gives more accurate dates for fossils
Fossils and Evolution
bull The fossil record has gaps which may yet befilled with later discoveries
More Clues About Evolution
bull Homologous structures similar embryos orvestigial structures can show evolutionaryrelationships
bull Evolutionary relationships among organismscan be inferred from DNA comparisons
7 Use Percentages The Cenozoic Era represents about65 million years Approximately what percent ofEarthrsquos 45-billion-year history does this era represent
DNA If you enjoy science fiction you prob-ably have read books or seen movies in whichscientists re-create dinosaurs and otherextinct organisms from DNA taken from fos-sils DNA is the molecule that controls hered-ity and directs the development of everyorganism In a cell with a nucleus DNA isfound in genes that make up the chromo-somes Scientists compare DNA from living organisms to iden-tify similarities among species Examinations of ancient DNAoften provide additional evidence of how some species evolvedfrom their extinct ancestors By looking at DNA scientists alsocan determine how closely related organisms are For exampleDNA studies indicate that dogs are the closest relatives of bears
Similar DNA also can suggest common ancestry Apes suchas the gorillas shown in Figure 15 chimpanzees and orangutanshave 24 pairs of chromosomes Humans have 23 pairs Whentwo of an apersquos chromosomes are laid end to end a match forhuman chromosome number 2 is formed Also similar proteinssuch as hemoglobinmdashthe oxygen-carrying protein in red bloodcellsmdashare found in many primates This can be further evidencethat primates have a common ancestor
Figure 15 Gorillas have DNAand proteins that are similar tohumans and other primates
lifemssciencecomself_check_quizPeter VeitDRK Photo
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Primates Humans monkeys and apes belong to the group of mam-
mals known as the primates All primates have opposablethumbs binocular vision and flexible shoulders that allow thearms to rotate These shared characteristics indicate that all pri-mates may have evolved from a common ancestor
Having an opposable thumb allows you to cross your thumbover your palm and touch your fingers This means that you cangrasp and hold things with your hands An opposable thumballows tree-dwelling primates to hold on to branches
Binocular vision permits you to judge depth or distance withyour eyes In a similar way it allows tree-dwelling primates tojudge the distances as they move between branches Flexibleshoulders and rotating forelimbs also help tree-dwelling pri-mates move from branch to branch They also allow humans todo the backstroke as shown in Figure 16
Primates are divided into two major groups The first groupthe strepsirhines (STREP suh rines) includes lemurs and tar-siers like those shown in Figure 17 The second group hap-lorhines (HAP luh rines) includes monkeys apes and humans
The Evolution of Primates
Describe the differences amongliving primates
Identify the adaptations of primates
Discuss the evolutionary historyof modern primates
Studying primate evolution will help you appreciate the differencesamong primates
Review Vocabularyopposable can be placed againstanother digit of a hand or foot
New Vocabulary
bull primate bull Homo sapiens
bull hominid
Figure 16 The ability to rotate the shoulderin a complete circle allows humans to swimthrough water and tree-dwelling primates totravel through treetops
(l)M
ark
E
Gib
son
(r)
Ger
ard
Lacz
Ani
mal
s A
nim
als
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SECTION 3 The Evolution of Primates 171
Hominids About 4 million to 6 million years ago humanlikeprimates appeared that were different from the other primatesThese ancestors called hominids ate both meat and plants andwalked upright on two legs Hominids shared some characteris-tics with gorillas orangutans and chimpanzees but a largerbrain separated them from the apes
African Origins In the early 1920s a fossil skull was discov-ered in a quarry in South Africa The skull had a small space forthe brain but it had a humanlike jaw and teeth The fossilnamed Australopithecus was one of the oldest hominids discov-ered An almost-complete skeleton of Australopithecus wasfound in northern Africa in 1974 This hominid fossil shown inFigure 18 was called Lucy and had a small brain but is thoughtto have walked upright This fossil indicates that modernhominids might have evolved from similar ancestors
Figure 17 Tarsiers and lemurs areactive at night Tarsiers are commonlyfound in the rain forests of SoutheastAsia Lemurs live on Madagascar andother nearby islandsList the traits that distinguish theseanimals as primates
Figure 18 The fossil remains of Lucy are esti-mated to be 29 million to 34 million years old
TarsierLemur
Living Without ThumbsProcedure1 Using tape fasten down
each of your thumbs nextto the palm of each hand
2 Leave your thumbs tapeddown for at least 1 hDuring this time do thefollowing activities eata meal change clothesand brush your teeth Becareful not to try anythingthat could be dangerous
3 Untape your thumbs then write about yourexperiences in your Science Journal
Analysis1 Did not having use of your
thumbs significantly affectthe way you did anythingExplain
2 Infer how having opposablethumbs could have influ-enced primateevolution
(l)Michael DickAnimals Animals (r)Carolyn A McKeonePhoto Researchers
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172 CHAPTER 6 Adaptations over Time
Early Humans In the 1960s in the region ofAfrica shown in Figure 19 a hominid fossilwhich was more like present-day humans thanAustralopithecus was discovered The hominidwas named Homo habilis meaning ldquohandy manrdquobecause simple stone tools were found near himHomo habilis is estimated to be 15 million to 2million years old Based upon many fossil com-parisons scientists have suggested that Homohabilis gave rise to another species Homo erectusabout 16 million years ago This hominid had alarger brain than Homo habilis Homo erectustraveled from Africa to Southeast Asia Chinaand possibly Europe Homo habilis and Homoerectus are thought to be ancestors of humansbecause they had larger brains and more human-like features than Australopithecus
Why was Homo habilis giventhat name
Humans The fossil record indicates that Homo sapiens evolved about
400000 years ago By about 125000 years ago two early humangroups Neanderthals (nee AN dur tawlz) and Cro-Magnonhumans as shown in Figure 20 probably lived at the same timein parts of Africa and Europe
Neanderthals Short heavy bodies with thick bones smallchins and heavy browridges were physical characteristics ofNeanderthals Family groups lived in caves and used well-madestone tools to hunt large animals Neanderthals disappearedfrom the fossil record about 30000 years ago They probably arenot direct ancestors of modern humans but represent a sidebranch of human evolution
Figure 19 Many of the oldesthumanlike skeletons have beenfound in this area of east Africa
Figure 20 Compare theskull of a Neanderthal with the skull of a Cro-MagnonDescribe what differences youcan see between these twoskulls
Skull of a Cro-Magnon
ETHIOPIA
KENYA
TANZANIA
SUDAN
AFRICA
SOMALIA
Omo
UGANDA
Hadar
Koobi ForaLothagam
Kanapoi
Laetoli
Olduvai Gorge
Skull of aNeanderthal
(l)John ReaderScience Photo LibraryPhoto Researchers (r)Archivo Iconografico SACORBIS
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SECTION 3 The Evolution of Primates 173
Self Check1 Describe three kinds of evidence suggesting that all pri-
mates might have shared a common ancestor
2 Discuss the importance of Australopithecus
3 Compare and contrast Neanderthals Cro-Magnonhumans and early humans
4 Identify three groups most scientists consider to bedirect ancestors of modern humans
5 Think Critically Propose a hypothesis to explain whyteeth are the most abundant fossil of hominids
SummaryPrimates
bull Primates are an order of mammals character-ized by opposable thumbs binocular visionand flexible shoulder joints
bull Primates are divided into strepsirrhines andhaplorhines
bull Hominids are human ancestors that firstappeared in Africa 4ndash6 million years ago
bull Hominids in the genus Homo first used toolsand had larger brains than previous primates
Humans
bull Homo sapiens first appeared about 400000years ago
bull Cro-Magnon humans and Neanderthals coex-isted in many places until Neanderthals disap-peared about 30000 years ago
bull Homo sapiens looked like modern humansand are believed to be our direct ancestors
6 Concept Map Make a concept map to show in whatsequence hominids appeared Use the following Homosapiens sapiens Neanderthal Homo habilis Australo-pithecus Homo sapiens and Cro-Magnon human
7 Write a story in your Science Journal about what lifemight have been like when both Neanderthals andCro-Magnon humans were alive
Cro-Magnon Humans Cro-Magnon fossils have been foundin Europe Asia and Australia and date from 10000 to about40000 years in age Standing about 16 m to 17 m tall the phys-ical appearance of Cro-Magnon people was almost the same asthat of modern humans They lived in caves made stone carv-ings and buried their dead As shown in Figure 21 the oldestrecorded art has been found on the walls of caves in Francewhere Cro-Magnon humans first painted bison horses andpeople carrying spears Cro-Magnon humans are thought to bedirect ancestors of early humans Homo sapiens which meansldquowise humanrdquo Evidence indicates that modern humans Homosapiens sapiens evolved from Homo sapiens
Figure 21 Paintings on cavewalls have led scientists to hypoth-esize that Cro-Magnon humanshad a well-developed culture
lifemssciencecomself_check_quizFrancois DucasseRaphoPhoto Researchers
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Design Your OwnDesign Your Own
174 CHAPTER 6 Adaptations over Time
Real-World QuestionWhen you first observe a flock of pigeons you might think all thebirds look alike However if you look closer you will notice minor differences or variations among the individuals Different pigeonsmight have different color markings or some might be smaller orlarger than others Individuals of the same speciesmdashwhether theyrsquorebirds plants or wormsmdashmight look alike at first but some variationsundoubtedly exist According to the principles of natural selectionevolution could not occur without variations What kinds of variationshave you noticed among species of plants or animals How can youmeasure variation in a plant or animal population
Form a HypothesisMake a hypothesis about the amount of variation in the fruit andseeds of one species of plant
Goals Design an experiment
that will allow you tocollect data about vari-ation in a population
Observe measureand analyze varia-tions in a population
Possible Materialsfruit and seeds from one
plant speciesmetric rulermagnifying lensgraph paper
Safety Precautions
WARNING Do not put anyfruit or seeds in your mouth
Recognizing Variation ina PrpulatiHn
(t)Aaron Haupt (b)Kenneth W FinkPhoto Researchers
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LAB 175
Test Your HypothesisMake a Plan1 As a group agree upon and write out the prediction
2 List the steps you need to take to test your prediction Be specific Describe exactly what you will do at each step List your materials
3 Decide what characteristic of fruit and seeds you will study For example you could measure the length of fruit and seeds or count the number of seeds per fruit
4 Design a data table in your Science Journal to collect data about two variations Use the table to record the data your group collects
5 Identify any constants variables and controls of the experiment
6 How many fruit and seeds will you examine Will your data be more accurate ifyou examine larger numbers
7 Summarize your data in a graph or chart
Follow Your Plan1 Make sure your teacher approves your plan before you start
2 Carry out the experiment as planned
3 While the experiment is going on write down any observations you make andcomplete the data table in your Science Journal
Analyze Your Data1 Calculate the mean and range of variation in your experiment The range is the
difference between the largest and the smallest measurements The mean isthe sum of all the data divided by the sample size
2 Graph your grouprsquos results by making a line graph for the variations you meas-ured Place the range of variation on the x-axis and the number of organismsthat had that measurement on the y-axis
Conclude and Apply1 Explain your results in terms of natural
selection
2 Discuss the factors you used to determine theamount of variation present
3 Infer why one or more of the variations you observed in this activity might be helpful to the survival of the individual
Create a poster or other exhibit thatillustrates the variations you and yourclassmates observed
Aaron Haupt
406-S3-MSS05_GLS 81604 952 AM Page 175
The first cases of AIDS or acquiredimmune deficiency syndrome in humanswere reported in the early 1980s AIDS is
caused by the human immunodeficiency virusor HIV
A major problem in AIDS research is therapid evolution of HIV When HIV multipliesinside a host cell new versions of the virus areproduced as well as identical copies of the virusthat invaded the cell New versions of the virussoon can outnumber the original version Atreatment that works against todayrsquos HIV mightnot work against tomorrowrsquos version
These rapid changes in HIV also mean thatdifferent strains of the virus exist in differentplaces around the world Treatments developedin the United States work only for people whocontracted the virus in the United States Thisleaves people in some parts of the world withouteffective treatments So researchers such asgeneticist Flossie Wong-Staal at the University ofCalifornia in San Diego must look for new waysto fight the evolving virus
Working BackwardsFlossie Wong-Staal is taking a new approach
First her team identifies the parts of a human cellthat HIV depends on and the parts of the humancell that HIV needs but the human cell doesnrsquotneed Then the team looks for a way to removemdashor inactivatemdashthose unneeded parts This tech-nique limits the virusrsquos ability to multiply
Wong-Staalrsquos research combines threeimportant aspects of sciencemdasha deep under-standing of how cells and genesoperate great skill in thetechniques of genet-ics and great ideasUnderstandingskill and greatideas are thebest weaponsso far in thefight to con-quer HIV
For more information visitlifemssciencecomtime
SCIENCEAND
HISTORYSCIENCE
CAN CHANGE THE COURSE OF HISTORY
Research Use the link to the right and other sources todetermine which nations have the highest rates of HIV infectionWhich nation has the highest rate Where does the US rank Nextfind data from ten years ago Have the rankings changed
Wong-Staal was on one of the two teams that first identified HIV as the virus that causes AIDS
Fighting HIVFighting HIV
(t)Oliver MeckesEOSGelderblomPhoto Researchers (b)Lara Jo ReganSaba
406-CR-MSS05_GLS 81604 951 AM Page 176
Copy and complete the following spider map on evolution
Ideas About Evolution
1 Evolution is one of the central ideas ofbiology It explains how living things havechanged in the past and is a basis for predicting how they might change in the future
2 Charles Darwin developed the theory ofevolution by natural selection to explainhow evolutionary changes account for thediversity of organisms on Earth
3 Natural selection includes concepts of varia-tion overproduction and competition
4 According to natural selection organismswith traits best suited to their environmentare more likely to survive and reproduce
Clues About Evolution
1 Fossils provide evidence for evolution
2 Relative dating and radiometric dating can be used to estimate the age of fossils
3 The evolution of antibiotic-resistant bac-teria pesticide-resistant insects and rapidgenetic changes in plant species providesdirect evidence that evolution occurs
4 Homologous structures vestigial structurescomparative embryology and similarities in DNA provide indirect evidence ofevolution
The Evolution of Primates
1 Primates include monkeys apes andhumans Hominids are humanlike primates
2 The earliest known hominid fossil isAustralopithecus
3 Homo sapiens are thought to have evolvedfrom Cro-Magnon humans about 400000years ago
CHAPTER STUDY GUIDE 177
Evolution
Competition
Genetic changes in plants Vestigial structuresindirect evidence
principles of natural selection
direct evidence
lifemssciencecominteractive_tutor(l)Koster-SurvivalAnimals Animals (r)Stephen J KeasemannDRK Photo
406-CR-MSS05_GLS 81604 951 AM Page 177
Fill in the blanks with the correct vocabularyword or words
1 _________ contains many different kinds of fossils
2 The muscles that move the human earappear to be _________
3 Forelimbs of bats humans and seals are_________
4 Opposable thumbs are a characteristic of_________
5 The study of _________ can provide evi-dence of evolution
6 The principles of _________ include varia-tion and competition
7 _________ likely evolved directly fromCro-Magnons
Choose the word or phrase that best answers the question
8 What is an example of adaptationA) a fossilB) gradualismC) camouflageD) embryo
9 What method provides the most accurateestimate of a fossilrsquos ageA) natural selectionB) radiometric datingC) relative datingD) camouflage
10 What do homologous structures vestigialstructures and fossils provide evidence ofA) gradualism C) populationsB) food choice D) evolution
11 Which model of evolution shows changeover a relatively short period of timeA) embryologyB) adaptationC) gradualismD) punctuated equilibrium
12 What might a series of helpful variationsin a species result inA) adaptation C) embryologyB) fossils D) climate change
Use the following chart to answer question 13
Homo habilis
Homo erectus
Homo sapiens
13 Which of the following correctly fills the gapin the line of descent from Homo habilisA) NeanderthalB) AustralopithecusC) Cro-Magnon humanD) chimpanzee
14 What is the study of an organismrsquos earlydevelopment calledA) adaptation C) natural selectionB) relative dating D) embryology
178 CHAPTER REVIEW
adaptation p 158embryology p 167evolution p 154gradualism p 160hominid p 171Homo sapiens p 172homologous p 168natural selection p 157
primate p 170punctuated equilibrium
p 160radioactive element p 165sedimentary rock p 164species p 154variation p 158vestigial structure p 168
lifemssciencecomvocabulary_puzzlemaker
406-CR-MSS05_GLS 81604 951 AM Page 178
15 Predict what type of bird the foot pictured at right would belong toExplain your reasoning
16 Discuss how Lamarck and Darwin would have explained the large eyes ofan owl
17 Explain using an example how a newspecies of organism could evolve
18 Identify how the color-changing ability ofchameleons is an adaptation
19 Form a hypothesis as to why ponds are not overpopulated by frogs in summerUse the concept of natural selection tohelp you
20 Sequence Make an events-chain concept mapof the events that led Charles Darwin to histheory of evolution by natural selection
Use the table below to answer question 21
21 Interpret Data Each letter above represents achemical found in a species of bacteriaWhich species are most closely related
22 Discuss the evidence you would use todetermine whether the evolution of agroup were best explained by gradualismHow would this differ from a group thatfollowed a punctuated equilibrium model
23 Describe the processes a scientist would useto figure out the age of a fossil
24 Evaluate the possibility for each of the fivetypes of fossils in Figure 9 to yield a DNAsample Remember that only biologicaltissue will contain DNA
25 Collection With permission collect fossilsfrom your area and identify them Showyour collection to your class
26 Brochure Assume that you are head of anadvertising company Develop a brochureto explain Darwinrsquos theory of evolution bynatural selection
Chemicals Present in Bacteria Species 1 A G T C L E S H
Species 2 A G T C L D H
Species 3 AG T C L D P U S R I V
Species 4 A G T C L D H
CHAPTER REVIEW 179
27 Relative Age The rate of radioactive decay ismeasured in half-livesmdashthe amount of time ittakes for one half of a radioactive element todecay Determine the relative age of a fossilgiven the following information
bull Rock layers are undisturbed
bull The layer below the fossil has potassium-40with a half-life of 1 million years and onlyone half of the original potassium is left
bull The layer above the fossil has carbon-14 witha half-life of 5730 years and one-sixteenth ofthe carbon isotope remains
Use the graph below to answer question 28
28 First Appearances If Earth is 45 billion yearsold how long ago did the first many-celled life-forms appear
45 Billion Years
None or only
one-celled life
Many-celled life
89
19
lifemssciencecomchapter_reviewTom TietzStoneGetty Images
406-CR-MSS05_GLS 81604 951 AM Page 179
Record your answers on the answer sheetprovided by your teacher or on a sheet of paper
1 A species is a group of organismsA that lives together with similar
characteristicsB that shares similar characteristics and
can reproduce among themselves to pro-duce fertile offspring
C across a wide area that cannot reproduceD that chooses mates from among
themselves
2 Which of the following is considered animportant factor in natural selectionA limited reproductionB competition for resourcesC no variations within a populationD plentiful food and other resources
3 The marine iguana of the Galaacutepagos Islandsenters the ocean and feeds on seaweedWhat is this an example ofA adaptationB gradualismC survival of the fittestD acquired characteristic
Use the illustration below to answer question 4
4 According to Lamarckrsquos hypothesis ofacquired characteristics which statement bestexplains the changes in the camel over timeA All characteristics developed during an
individualrsquos lifetime are passed on to offspring
B Characteristics that do not help the ani-mal survive are passed to offspring
C Variation of the species leads to adaptationD Individuals moving from one area
to another carry with them new characteristics
Use the illustrations below to answer question 5
5 What besides competition for food con-tributed to the evolution of the species ofDarwinrsquos finchesA predationB natural disasterC DNAD variation in beak shapes
6 Some harmless species imitate or mimic apoisonous species as a means for increasedsurvival What is this an example of A acquired characteristicsB adaptationC variationD geographic isolation
Tool-usingfinch
Seed-eatingfinch
Cactus-eatingfinch
Plant-eatingfinch
Insect-eatingfinch
Protylopus56 mya
mm
Procamelus23 mya
Small hump
CamelusPresent day
Poebrotherium35 mya
180 STANDARDIZED TEST PRACTICEGregory G Dimijian MDPhoto Researchers
406-CR-MSS05_GLS 81604 951 AM Page 180
Never Leave Any Answer Blank Answer each question as bestyou can You can receive partial credit for partially correct answers
Question 16 If you cannot remember all primate characteristicslist as many as you can
STANDARDIZED TEST PRACTICE 181
Record your answers on the answer sheetprovided by your teacher or on a sheet of paper
7 How does camouflage benefit a species
Use the photo below to answer question 8
8 Describe an environment where the albinolemur would not be at a disadvantage
9 Variation between members of a speciesplays an important role in Darwinrsquos theoryof evolution What happens to variation inendangered species where the number ofindividuals is very low
10 Describe what happens to an endangeredspecies if a variation provides an advan-tage for the species What would happen ifthe variation resulted in a disadvantage
11 Using the theory of natural selectionhypothesize why the Cro-Magnon humanssurvived and the Neanderthals disappeared
Record your answers on a sheet of paper
12 What are the two groups of early humansthat lived about 125000 years ago inAfrica and Europe Describe their generalappearance and characteristics Comparethese characteristics to modern humans
13 Explain how bacterial resistance to antibiotics is an example of punctuatedequilibrium
14 Why are radioactive elements useful indating fossils Does this method improveaccuracy over relative dating
Use the illustrations below to answer question 15
15 Why would scientists study embryosWhat features of these three embryos sup-port evolution
16 How does DNA evidence provide supportthat primates have a common ancestor
Pharyngealpouches
Pharyngealpouches
Tail
TailFish
Chicken Rabbit
lifemssciencecomstandardized_testPatti MurrayAnimals Animals
406-CR-MSS05_GLS 81604 951 AM Page 181
- Glencoe Life Science
-
- Contents in Brief
-
- Table of Contents
-
- Unit 1 Lifes Structure and Function
-
- Chapter 1 Exploring and Classifying Life
-
- Launch Lab Classify Organisms
- Foldables
- Section 1 What is science
-
- Science Online
- MiniLAB Analyzing Data
- Applying Science Does temperature affect the rate of bacterial reproduction
-
- Section 2 Living Things
-
- Science Online
- Integrate Social Studies
-
- Section 3 Where does life come from
-
- Visualizing the Origins of Life
- Integrate Earth Science
-
- Section 4 How are living things classified
-
- Science Online
- MiniLAB Communicating Ideas
- Lab Classifying Seeds
- Lab Using Scientific Methods
- Science and Society Monkey Business
-
- Chapter 1 Study Guide
- Chapter 1 Review
- Chapter 1 Standardized Test Practice
-
- Chapter 2 Cells
-
- Launch Lab Magnifying Cells
- Foldables
- Section 1 Cell Structure
-
- MiniLAB Modeling Cytoplasm
- Integrate Environment
- Applying Math Cell Ratio
- Lab Comparing Cells
-
- Section 2 Viewing Cells
-
- Visualizing Microscopes
- MiniLAB Observing Magnified Objects
- Integrate Career
-
- Section 3 Viruses
-
- Science Online
- Science Online
- Lab Comparing Light Microscopes
- Science and History Cobb Against Cancer
-
- Chapter 2 Study Guide
- Chapter 2 Review
- Chapter 2 Standardized Test Practice
-
- Chapter 3 Cell Processes
-
- Launch Lab Why does water enter and leave plant cells
- Foldables
- Section 1 Chemistry of Life
-
- Science Online
- MiniLAB Observing How Enzymes Work
- Applying Math Calculate the Importance of Water
-
- Section 2 Moving Cellular Materials
-
- MiniLAB Observing Diffusion
- Integrate Health
- Visualizing Cell Membrane Transport
- Lab Observing Osmosis
-
- Section 3 Energy for Life
-
- Integrate Career
- Science Online
- Lab Photosynthesis and Respiration
- Science and Language Arts from Tulip
-
- Chapter 3 Study Guide
- Chapter 3 Review
- Chapter 3 Standardized Test Practice
-
- Chapter 4 Cell Reproduction
-
- Launch Lab Infer About Seed Growth
- Foldables
- Section 1 Cell Division and Mitosis
-
- Integrate Career
- MiniLAB Modeling Mitosis
- Lab Mitosis in Plant Cells
-
- Section 2 Sexual Reproduction and Meiosis
-
- Integrate Chemistry
- Applying Science How can chromosome numbers be predicted
- Visualizing Polyploidy in Plants
-
- Section 3 DNA
-
- MiniLAB Modeling DNA Replication
- Science Online
- Science Online
- Lab Mutations
- Oops Accidents in Science A Tangled Tale
-
- Chapter 4 Study Guide
- Chapter 4 Review
- Chapter 4 Standardized Test Practice
-
- Chapter 5 Heredity
-
- Launch Lab Who around you has dimples
- Foldables
- Section 1 Genetics
-
- Science Online
- MiniLAB Comparing Common Traits
- Visualizing Mendels Experiments
- Applying Math Punnett Square
- Lab Predicting Results
-
- Section 2 Genetics Since Mendel
-
- Science Online
- MiniLAB Interpreting Polygenic Inheritance
- Integrate Career
-
- Section 3 Advances in Genetics
-
- Integrate Environment
- Lab Tests for Color Blindness
- Science Stats The Human Genome
-
- Chapter 5 Study Guide
- Chapter 5 Review
- Chapter 5 Standardized Test Practice
-
- Chapter 6 Adaptations over Time
-
- Launch Lab Adaptation for a Hunter
- Foldables
- Section 1 Ideas About Evolution
-
- Science Online
- Applying Science Does natural selection take place in a fish tank
- Integrate Language Arts
- MiniLAB Relating Evolution to Species
- Lab Hidden Frogs
-
- Section 2 Clues About Evolution
-
- Science Online
- Visualizing the Geologic Time Scale
- Integrate Earth Science
-
- Section 3 The Evolution of Primates
-
- MiniLAB Living Without Thumbs
- Lab Recognizing Variation in a Population
- Science and History Fighting HIV
-
- Chapter 6 Study Guide
- Chapter 6 Review
- Chapter 6 Standardized Test Practice
-
- Unit 2 From Bacteria to Plants
-
- Chapter 7 Bacteria
-
- Launch Lab Model a Bacteriums Slime Layer
- Foldables
- Section 1 What are bacteria
-
- MiniLAB Modeling Bacteria Size
- Science Online
- Integrate Earth Science
- Lab Observing Cyanobacteria
-
- Section 2 Bacteria in Your Life
-
- MiniLAB Observing Bacterial Growth
- Visualizing Nitrogen-Fixing Bacteria
- Integrate Social Studies
- Science Online
- Applying Science Controlling Bacterial Growth
- Lab Composting
- Science Stats Unusual Bacteria
-
- Chapter 7 Study Guide
- Chapter 7 Review
- Chapter 7 Standardized Test Practice
-
- Chapter 8 Protists and Fungi
-
- Launch Lab Dissect a Mushroom
- Foldables
- Section 1 Protists
-
- Science Online
- Integrate Health
- MiniLAB Observing Slime Molds
- Applying Science Is it a fungus or a protist
- Lab Comparing Algae and Protozoans
-
- Section 2 Fungi
-
- Science Online
- MiniLAB Interpreting Spore Prints
- Visualizing Lichens as Air Quality Indicators
- Integrate Career
- Lab Creating a Fungus Field Guide
- Science and Society Chocolate SOS
-
- Chapter 8 Study Guide
- Chapter 8 Review
- Chapter 8 Standardized Test Practice
-
- Chapter 9 Plants
-
- Launch Lab How do you use plants
- Foldables
- Section 1 An Overview of Plants
-
- Integrate History
- Visualizing Plant Classification
-
- Section 2 Seedless Plants
-
- MiniLAB Measuring Water Absorption by a Moss
- Science Online
- Applying Science What is the value of rain forests
-
- Section 3 Seed Plants
-
- MiniLAB Observing Water Moving in a Plant
- Integrate Health
- Science Online
- Lab Identifying Conifers
- Lab Plants as Medicine
- Oops Accidents in Science A Loopy Idea Inspires a Fastenating Invention
-
- Chapter 9 Study Guide
- Chapter 9 Review
- Chapter 9 Standardized Test Practice
-
- Chapter 10 Plant Reproduction
-
- Launch Lab Do all fruits contain seeds
- Foldables
- Section 1 Introduction to Plant Reproduction
-
- MiniLAB Observing Asexual Reproduction
- Science Online
-
- Section 2 Seedless Reproduction
-
- Integrate History
- Lab Comparing Seedless Plants
-
- Section 3 Seed Reproduction
-
- Science Online
- Integrate Environment
- MiniLAB Modeling Seed Dispersal
- Visualizing Seed Dispersal
- Applying Math How many seeds will germinate
- Lab Germination Rate of Seeds
- Science and Society Genetic Engineering
-
- Chapter 10 Study Guide
- Chapter 10 Review
- Chapter 10 Standardized Test Practice
-
- Chapter 11 Plant Processes
-
- Launch Lab Do plants lose water
- Foldables
- Section 1 Photosynthesis and Respiration
-
- Integrate Career
- MiniLAB Inferring What Plants Need to Produce Chlorophyll
- Science Online
- Lab Stomata in Leaves
-
- Section 2 Plant Responses
-
- Integrate Physics
- Applying Math Growth Hormones
- MiniLAB Observing Ripening
- Visualizing Plant Hormones
- Science Online
- Lab Tropism in Plants
- Science and Language Arts Sunkissed An Indian Legend
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- Chapter 11 Study Guide
- Chapter 11 Review
- Chapter 11 Standardized Test Practice
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- Unit 3 Animal Diversity
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- Chapter 12 Introduction to Animals
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- Launch Lab Animal Symmetry
- Foldables
- Section 1 Is it an animal
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- Integrate Language Arts
- MiniLAB Modeling Animal Camouflage
- Science Online
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- Section 2 Sponges and Cnidarians
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- Integrate Chemistry
- Science Online
- Lab Observing a Cnidarian
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- Section 3 Flatworms and Roundworms
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- MiniLAB Observing Planarian Movement
- Applying Math Species Counts
- Visualizing Parasitic Worms
- Lab Comparing Free-Living and Parasitic Flatworms
- Science and History Sponges
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